De ve loping an e ffe c tive De ve loping an e ffe c tive c our se outc ome s c our se outc ome s Pr of Dr Shahr Shahr in Mohammad Mohammad Pr of Dr in Dir e c tor of Ac ade mic Quality Dir e c tor of Ac ade mic Quality Unive r siti T e knologi Malaysia 13th Jan 2007 In 2 minute s ple ase c omme nt on the In 2 minute s ple ase c omme nt on the state me nts be low state me nts be low Afte r this pr e se ntation, the par tic ipants shall: 1) have better under standing of OBE c onc ept. 2) be mor e awar e of E AC’s OBE r e quir e me nts. 3) be mor e awar e his/ he r r ole s and c ontr ibutions in the OBE busine ss. 4) be able to ide ntify and impr ove any weaknesses 2 1
In 3 minute s.. ple ase shar In 3 minute s.. ple ase shar e with your e with your fr fr ie nds.. ie nds.. Afte r this pr e se ntation, the par tic ipants shall: 1) have better under standing of OBE c onc ept. 2) be mor e awar e of E AC’s OBE r e quir e me nts. 3) be mor e awar e his/ he r r ole s and c ontr ibutions in the OBE busine ss. 4) be able to ide ntify and impr ove any weaknesses 3 At the end of this workshop, At the end of this workshop, the participants are able to the participants are able to describe orally the importance of developing an effective course describe orally the importance of developing an effective course outcomes outcomes link between the course learning outcomes and the programme programme link between the course learning outcomes and the outcomes outcomes write effective learning outcomes for different taxonomy level of write effective learning outcomes for different taxonomy level o f the cognitive, psychomotor and affective domains based on 3 the cognitive, psychomotor and affective domains based on 3 components components 4 2
Course Outline Course Outline Reflections Reflections What is learning outcome What is learning outcome Mapping course learning outcomes with the programme programme Mapping course learning outcomes with the outcomes outcomes Learning outcomes considering 3 domains of educational Learning outcomes considering 3 domains of educational goals and taxonomy level goals and taxonomy level How to write an effective learning outcomes How to write an effective learning outcomes 5 Five Guiding Principles - Five Guiding Principles - Revisited Revisited 1. 1. People learn best when they understand what they People learn best when they understand what they’ ’re re supposed to know and why they need to know it supposed to know and why they need to know it The message • Write clear learning outcomes for all critical knowledge and skills • Establish real-world context for all new course materials (eg PBL) 6 3
Five Guiding Principles - - Revisited Revisited Five Guiding Principles 2. All knowledge and skills defined in program outcomes are 2. All knowledge and skills defined in program outcomes are best learned through intergration intergration in engineering class in engineering class best learned through The message • Put both technical and non-technical skills (communication, ethics, contemporary issues) in required engineering courses, not just general education and electives 7 Five Guiding Principles - Five Guiding Principles - Revisited Revisited 3. 3. People learn by doing and reflecting, not watching and People learn by doing and reflecting, not watching and listerning listerning The message • Use active learning in addition to lecturing 8 4
Five Guiding Principles - - Revisited Revisited Five Guiding Principles 4. Repetition throughout the curriculum leads to mastery by 4. Repetition throughout the curriculum leads to mastery by graduation graduation The message • Spread experimental work, design work, teamwork, presentation etc through entire curriculum 9 Five Guiding Principles - Five Guiding Principles - Revisited Revisited 5. 5. The assessment drives learning The assessment drives learning The message • If it’s important, assess it and make sure it counts 10 5
De finitions of L De finitions of L e ar e ar ning Outc ome s ning Outc ome s i.Learning outcomes are statements of what students know and can do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii.A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004 . 11 What are Learning Outcomes? What are Learning Outcomes? Demonstrations, or performance reflects What the student knows. What the student can actually do with what they know. The student’s confidence and motivation in demonstrating what they know. They have implications for qualifications, curriculum design, teaching, learning and assessment, as well as quality assurance. 12 6
Outcomes Based Education? Outcomes Based Education focuses on student learning by: • Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; • Providing learning activities which will help the student to reach these outcomes; • Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria. 13 T he thr e e main stage s in the T e ac hing and L e ar ning pr oc e sse s 3 domains of Taxonomy level educational goals (cognitive, psychomotor and affective) What do I want 1 my students to What TL activities do I Learning Planning be able to do as adopt to achieve the Outcomes a result of my stage intended LO? teaching? 2 Implementation stage 4 3 Can my students do what I want Assessment stage them to be able to do? 14 7
Why ar Why ar e le ar e le ar ning outc ome s impor ning outc ome s impor tant? tant? Learning outcomes are the most important section of your. They are essential because they: � define the type and depth of learning students are expected to achieve � provide an objective benchmark for formative, summative, and prior learning assessment � clearly communicate expectations to learners � clearly communicate graduates’ skills to the stakeholders � define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. � guide and organize the instructor and the learner. 15 Malaysian Qualification Agency Ministry of Higher Education 1 and the Engineering Accreditation Coucil, Board of Engineers 2 The Need for an Outcomes Approach for Continual Programme Improvement 16 8
EAC-BEM ACCREDITATION REQUIREMENTS IN A NUTSHELL STAKEHOLDER’S NEEDS AND INSTITUTIONAL LEADERSHIP, GOVERNANCE and QMS(C5) MISSION PROGRAMME POBJ and PO REVIEW FOR STAKEHOLDER’S SATISFACTION DEVELOPMENT (S3,S4) CQI(S4,C4,C5) FACILITIES (C4) CURRICULUM DESIGN ACADEMIC (C1) STAFF (C3) PO OUTPUT STUDENTS TEACHING AND LEARNING ASSESSMENT (GRADUATES) (C2) ACTIVITIES (C2,C3) FEEDBACKS FROM (S3) INTPUT STAKEHOLDER SUPPORTING UNIT AND STAFF(C2,C3) 17 Different Levels of Learning Outcomes Different Levels of Learning Outcomes Few years after Program Objectives Graduation – 4 to 5 years Programme Outcomes Upon graduation Course Outcomes Upon course completion Weekly/Topic Outcomes Upon weekly/topic completion 18 9
Relationships between CO’s, PO’s, PObj and compliance to the stakeholders Regulatory STAKEHOLDERS IHL Quality Industrires /Professional requirements Assurance Bodies JPT students… ….. etc PRORGRAME OBJECTIVES PObj-3 PObj-1 PObj-2 PObj-4 PObj-5 ….. etc PROGRAMME OUTCOMES PO-2 PO-5 PO-1 PO-3 PO-4 ….. etc OUTCOMES Course Course COURSE Course Course Course ….. etc LO-1 LO-2 LO-3 LO-4 LO-5 Management support and commitment 19 PROGRAM OUTCOMES B.Eng (Civil Engineering) PROGRAM OUTCOMES PO1 Ability to acquire knowledge of science and civil engineering principles PO2 Ability to use the techniques, skills and modern civil engineering tools PO3 Ability to analyse, interpret, develop and conduct experiments; and design components, systems, or processes PO4 Ability to identify, formulate and solve civil engineering related problems PO5 Ability to communicate effectively and with confidence PO6 Ability to respond and adapt to changing situations and priorities PO7 Ability to function effectively as an individual and/or in a team to achieve common goals PO8 Ability to perpetually seek and acquire contemporary knowledge PO9 Ability to think positively and possess self-esteem PO10 Ability to apply high ethical standards in professional practice and social interactions for sustainable development 20 10
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